SM/0148 - CHEMICAL EDUCATION
Academic Year 2021/2022
Free text for the University
ANTONELLA ROSSI (Tit.)
FLAMINIA CESARE MARINCOLA
MARIA CARLA ARAGONI
- Teaching style
- Lingua Insegnamento
|[60/69] CHEMICAL SCIENCES||[69/00 - Ord. 2019] PERCORSO COMUNE||6||48|
A - Knowledge and understanding capacity
Students will acquire knowledge and skills on the design of culturally significant and didactically effective courses for teaching chemistry at secondary school level. They will acquire a sound background on concept maps, with particular reference to learn enabling strategies: from general and phenomenological aspects (macroscopic observable) to specific aspects at the microscopic level - Students, in particular, should be able to: understand the three levels of representation of matter that operate in chemistry; contextualize some topics of chemistry in their historical and epistemological perspective; addressing the main cognitive difficulties that learners encounter in learning chemistry. They should be to design from the didactic point of view the transition from qualitative to quantitative introducing the concept of measurement correlated to physical or chemical changes e.g. color - concentration; ddp vs concentration and propose applications as the measurement of a solution pH by various techniques.
B - Applicative Skills
Students should become familiar with the scientific methods of investigation and should be able to apply their skills for the study of the chemical features of the matter. They will have to acquire the ability to: use for educational purposes textbooks, school materials and websites; to elaborate short educational sequences for the learning of chemical topics foreseen in the ministerial guidelines; use a trans- and interdisciplinary approach for teaching the discipline.
C - Autonomy of judgement
Students should also acquire skills for the evaluation and interpretation of theoretical and experimental data. They will be able to critically analyze and discuss the results of research in chemistry education.
D - Communication ability
Students must be able to communicate clearly, with appropriate language, information, ideas and solutions to problems through correct written and oral forms. Students will need to acquire organizational skills, clearly distinguishing concepts, links and transversal in the topics to be discussed. They will have to acquire the ability to promote teamwork.
E - Learning ability
Students should acquire knowledge and skills to use the sources of professional updating independently and appropriately.
Students should have a sound knowledge of the topics covered in general and inorganic chemistry, organic chemistry, analytical chemistry and physical chemistry in the first years of any degree course in science / technology and good mathematical and computer skills .
• Chemical contents in secondary school guidelines.
• Macroscopic and microscopic. Macroscopic systems: the aggregation states of matter; the composition of the subject. Microscopic interpretation.
• Atomic structure and periodic properties of the elements. - The chemical bond and properties of compounds. Intermolecular forces
• The learning process, learning patterns and impact on chemistry teaching.
• Development of didactic courses for teaching general chemistry in higher study courses through theoretical and practical examples based on some basic concepts (element, substances, compounds, molecules), on the main laws of chemistry (Lavoisier, Dalton, Avogadro, Boyle) and some chemical and physical quantities such as mass, density and size.
• The properties of matter: Polarity, hydrophilicity, lipophilicity, solubility. Acidity and basicity concept
• The microscopic structure of matter: macroscopic and microscopic aspects. Nanostructured systems
• The transformations of matter: reactivity.
• Strategies for the learning of chemistry, and in general of the sciences, from a constructivist perspective: planning of educational activities.
• Digital technologies in chemistry teaching: spreadsheets, simulation web applications, etc. [Moodle]
• The potential of informal learning for learning.
• The indications of the European Community: development of transversal skills necessary to address issues with great social impact such as gender issues; relationship between science and society, free access to research results; responsible research and innovation.
The course is divided into three modules: General Chemistry, Physical Chemistry and Analytical Chemistry. From the methodological point of view, the presentation of the different concepts will be flanked by their historical-epistemological contextualization, taking care to highlight the experimental nature of chemistry. The work in the classroom will be conducted, for some parts, adopting an active and collaborative teaching. Some topics will be completed or corroborated by means of individual or group activities supported on the web platform (eg Moodle) Each lesson is structured as follows:
• an introduction, which includes a clear presentation of the objectives, the key ideas and their relation to the objectives of the entire Course. The fundamental aims of the introduction are to consolidate attention, reinforce motivation and provide an overview of what will be subsequently developed;
• a development, which presents the contents in detail in order to highlight the connections between the ideas or the key points.
• a conclusion, or summary, that welds together the whole. The conclusion is intended to reinforce learning and to reconnect the contents of the lesson with the general objectives.
Verification of learning
The grade of the final exam takes into account the following factors:
* Quality of knowledge, skills, skills possessed and / or manifested: appropriateness, correctness and congruence of knowledge, skills and competences
* Exposure mode: expressive capacity; Appropriate use of the specific language of the discipline; Logical capabilities and consequentiality in the connection of contents; Ability to link different topics by finding the common points and to establish a coherent general design, that is to say by taking care of the structure, organization and logical connections of the exposition; Ability to synthesis also through the use of the symbolism of the material and the graphic expression of notions and concepts, in the form, for example, of formulas, schemes, equations.
* Relational qualities: Availability to exchange and interaction with the teacher during the interview.
* Personal qualities: critical spirit; Self-assessment capacity.
The score of the exam is given by a score in thirtieths on the basis of the following learning evaluation scale:
a) SUFFICIENT (from 18 to 20/30)
The candidate demonstrates little knowledge acquired, superficial level, many gaps, modest expressive abilities, but still sufficient to sustain a coherent dialogue; logical skills and consequentiality in the connection of the elementary level topics; lack of synthesis capacity and ability to express graphic expression rather stunted; little interaction with the teacher during the interview.
b) DISCRETE (from 21 to 23)
The candidate demonstrates a discrete acquisition of concepts, but some shortcomings; more than enough expressive skills to support a coherent dialogue; acceptable mastery of scientific language; logical skills and consequentiality in the connection of the topics of moderate complexity; more than sufficient synthesis capacity and ability to express acceptable graphics.
c) GOOD (from 24 to 26)
The candidate demonstrates a rather broad baggage of notions, with small gaps; satisfying expressive abilities and significant mastery of scientific language; dialogic ability and critical spirit that can be easily detected; good ability to synthesis and ability to express graphics more than acceptable.
d) EXCELLENT (from 27 to 29)
The candidate demonstrates a wide range of notions, with few marginal gaps; remarkable expressive abilities and elevated mastery of the scientific language; remarkable dialogical ability, good competence and relevant aptitude for logical synthesis; high capacity for synthesis and graphic expression.
e) EXCELLENT (30) The candidate demonstrates a lot of extensive and in-depth knowledge; high expressive abilities and mastery of scientific language; excellent dialogic ability, a strong ability to make connections between different topics; excellent ability to synthesis and great familiarity with the graphic expression.
The score 30 cum laude is attributed to candidates clearly above the average, and whose notional, expressive, conceptual, logical limits are generally totally irrelevant.
Articles, book chapters and other materials from specialized literature will be provided during the course by the teacher and / or deposited on the Moodle platform. Selected articles from ‘Journal of Chemical Education’ (ACS) will be provided.
The teaching material of the three modules is shared with the students in a dropbox dedicated to the course.